Twenty-five years of engineering work means Tim hasn't just studied calculus — he's used it daily, from modeling physical systems to optimizing real-world processes. His physics degree grounds him in the full sequence from limits through multivariable calculus and differential equations, so he can teach each concept with the context of where it actually leads. That depth lets him unpack ideas like the chain rule or integration by parts as tools with purpose, not just procedures to memorize.

I am a graduate student currently working on my Master's Degree in Big Data Systems.

Teaching high school math while pursuing a Master of Education through Notre Dame means Bridget is actively immersed in both the content and the pedagogy of calculus — she knows where students stumble on concepts like the chain rule or related rates because she sees it happen in her own classroom. Her math minor and education degree give her a dual lens: she can work through the mechanics of differentiation and integration while also diagnosing exactly where a student's understanding breaks down. Rated 4.7 by students.

There's a moment in calculus when a student realizes that derivatives and integrals aren't just procedures — they describe how the world actually changes. Chelsea lives for that moment. Her BYU mathematics degree and her instinct for visual problem-solving mean she walks students through concepts like related rates and area under a curve by sketching the scenario first, making the abstraction concrete.

Honestly, calculus is at the edge of Ben's teaching range — his degrees are in Asian Studies and English, not math. But a 34 ACT composite shows real quantitative chops, and his experience tutoring algebra means he understands the building blocks students need when they first encounter limits and the idea of instantaneous rate of change. He's methodical about walking through each piece of notation until the logic is clear, not just the procedure.

Psychology research at Arizona State means Audrey has encountered the statistical and quantitative reasoning that underpins behavioral science — interpreting rates of change in data, understanding how variables shift over time — which maps directly onto early calculus ideas like limits and derivatives. She takes a patient, step-by-step approach to notation and new concepts, making sure each piece makes sense before moving forward. Rated 5.0 by students.

Studying biomedical engineering at the graduate level means Dale lives in calculus — from modeling drug diffusion rates to analyzing physiological signals. He unpacks limits, derivatives, and integrals by tying each concept to what it actually measures: instantaneous change, accumulated quantity, curve behavior. Students walk away understanding the 'why' behind every rule they apply.

When I was in high school, I remember seeing the joy of my math teachers when they would teach in class. This inspired me to become a high school math teacher. The first step was becoming a peer tutor to my classmates. This lead to tutoring math to college students. Then tutoring students while working as a TA. Then I worked as a data scientist which not only did I understand more how to apply math in the workspace, but also learned how to explain math concepts to coworkers without a strong math background. This helped me to shape my tutoring philosophy to relate to the person being tutored and this opened the door to me teaching high school calculus 1 & calculus 2!

I am an interdisciplinary educator with an Ed.M. from the Harvard Graduate School of Education and a B.A. from Dartmouth College. My background is primarily in integrated arts learning and museum education and I specialize in visual arts, history and art history, and object-based learning. In all subjects, I take a creative, inquiry-based and learner-centered approach, designing opportunities for each unique individual to meet their learning goals.

I'm not tutoring or buried in my textbooks, you will either find me rock climbing at the Triangle Rock Club, playing Ultimate Frisbee, working on my car, or enjoying the great outdoors (beaches, mountains, forests--you name it, I love it). On rainy weekends I enjoy tinkering with computers and old electronics, playing Pokemon, or picking at my guitar.

I am a recent graduate from a masters program in biostatistics at Columbia University. I received my Bachelor of Arts in biological sciences, with a focus in neurobiology at Northwestern University. In August, I will be starting a doctoral program in biostatistics at NYU. I was a teaching assistant at Columbia University in my department and also have tutored graduate students and undergraduates privately as well. My primary areas of tutoring are math and statistics coursework in addition to math sections on standardized tests such as the GRE and GMAT. I am very passionate about helping students feel more confident and excited about math. In my spare time, I enjoy running, playing piano, and spending time with friends and family.

I am a graduate of Wesleyan University, where I received my Bachelor of Arts in Sociology with High Honors. With eight years of experience working in education, I've tutored students in math, science, history, and English, as well as helped students prepare for standardized tests. I've guided adults towards passing the US Citizenship Exam and taught English in India, where I lived for six months. Whenever I work with a student I personalize the lessons to fit their particular learning style, since I know every student is unique and having the right fit can make all the difference in making learning fun and effective. My strengths are tutoring the social sciences and humanities, as well as making math and standardized tests approachable to students that normally don't like those subjects. In my spare time I like traveling, spending time in the outdoors (climbing & backpacking), meditation, and playing soccer. Next fall I will be beginning my PhD in Education at Harvard University.